Abstract
Working memory (WM) is a cognitive system that stores and processes information continuously for a few seconds, is suggested to be malleable and to affect learning. Children with learning disabilities (LD) have deficits in working. Consequently, the prospect of training WM and thereby not only expanding WM capacity but also improving reasoning abilities or helping to overcome cognitive deficits stimulated a growing number of studies evaluating effects of WM training (for reviews, see Klingberg, 2010). Our previous training on working memory updating tasks can improve performance on that task, an effect that can also generalize to other domains (Zhao, Zhou, & Fu, 2013). Behavioral and EEG effects of working memory updating training in children with learning disabilities
Published Version
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